Millin, M., Fielding, D., & Owen, P. D. (2023). Education spending, economic development, and the size of government. Public Sector Economics, 47(3), 285-333. doi: 10.3326/pse.47.3.1
Journal - Research Article
Millin, T., Spronken-Smith, R., & Millin, M. (2022). Master’s research supervision and academic support: A benchmarking of best practice at a New Zealand research-intensive university. New Zealand Journal of Educational Studies, 57, 231-252. doi: 10.1007/s40841-021-00215-2
Journal - Research Article
Millin, T., Millin, M., & Pearce, J. (2020). Unpacking the efficacy of Reading to Learn using Cognitive Load Theory. Journal of Academic Language & Learning, 14(1), 113-126. Retrieved from https://journal.aall.org.au/index.php/jall/article/view/693
Journal - Research Article
Millin, M., Fielding, D., & Owen, P. D. (2020). Education spending and Wagner’s law: New international evidence [Economics Discussion Papers No. 2002]. Dunedin, New Zealand: School of Business, University of Otago. 31p. Retrieved from http://hdl.handle.net/10523/9947
Working Paper; Discussion Paper; Technical Report
Millin, T., & Millin, M. (2019). An equity-based model of teaching and learning: Bridging the academic literacy skills divide in the English classroom in South Africa. In J. Hoffman, P. Blessinger & M. Makhanya (Eds.), Strategies for fostering inclusive classrooms in higher education: International perspectives on equity and inclusion. (pp. 129-151). Bingley, UK: Emerald Publishing. doi: 10.1108/S2055-364120190000016012
Chapter in Book - Research
2023
Journal - Research Article
Millin, M., Fielding, D., & Owen, P. D. (2023). Education spending, economic development, and the size of government. Public Sector Economics, 47(3), 285-333. doi: 10.3326/pse.47.3.1
2022
Journal - Research Article
Millin, T., Spronken-Smith, R., & Millin, M. (2022). Master’s research supervision and academic support: A benchmarking of best practice at a New Zealand research-intensive university. New Zealand Journal of Educational Studies, 57, 231-252. doi: 10.1007/s40841-021-00215-2
2020
Journal - Research Article
Millin, T., Millin, M., & Pearce, J. (2020). Unpacking the efficacy of Reading to Learn using Cognitive Load Theory. Journal of Academic Language & Learning, 14(1), 113-126. Retrieved from https://journal.aall.org.au/index.php/jall/article/view/693
Working Paper; Discussion Paper; Technical Report
Millin, M., Fielding, D., & Owen, P. D. (2020). Education spending and Wagner’s law: New international evidence [Economics Discussion Papers No. 2002]. Dunedin, New Zealand: School of Business, University of Otago. 31p. Retrieved from http://hdl.handle.net/10523/9947
2019
Chapter in Book - Research
Millin, T., & Millin, M. (2019). An equity-based model of teaching and learning: Bridging the academic literacy skills divide in the English classroom in South Africa. In J. Hoffman, P. Blessinger & M. Makhanya (Eds.), Strategies for fostering inclusive classrooms in higher education: International perspectives on equity and inclusion. (pp. 129-151). Bingley, UK: Emerald Publishing. doi: 10.1108/S2055-364120190000016012
Conference Contribution - Published proceedings: Abstract
Millin, T., & Millin, M. (2019). Harnessing the power of process-based data to strengthen academic literacy intervention assessment. Te Hā o te Takata: Proceedings of the New Zealand Association for Research in Education (NZARE) Conference. MIL19161. Retrieved from http://www.eenz.com/nzare19/
Millin, T., & Millin, M. (2019). Scaffolding academic writing for equity amongst non-native speakers of English. Proceedings of the Applied Linguistics Conference: Applied Linguistics and Language Teaching: Making Connections. (pp. 58). Retrieved from http://alaa-alanz2019conference.com
Awarded Doctoral Degree
Millin, M. (2019). An analysis of public spending on education (PhD). University of Otago, Dunedin, New Zealand. Retrieved from http://hdl.handle.net/10523/9710
2018
Journal - Research Article
Millin, T., & Millin, M. (2018). English academic writing convergence for academically weaker senior secondary school students: Possibility or pipe-dream? Journal of English for Academic Purposes, 31, 1-17. doi: 10.1016/j.jeap.2017.12.002
2014
Journal - Research Article
Millin, T., & Millin, M. (2014). Scaffolding academic literacy using the Reading to Learn intervention: An evaluative study of a tertiary education context in South Africa. Per Linguam, 30(3), 26-38. doi: 10.5785/30-3-590
2005
Journal - Research Article
Millin, M., & Nichola, T. (2005). Explaining economic growth in South Africa: A Kaldorian approach. International Journal of Technology Management & Sustainable Development, 4(1), 47-62. doi: 10.1386/ijtm.4.1.47/1
